Statement:NCTM and other
leaders in mathematics education have written extensively about the destructive
impact of tracking, but the problem persists. Evidence suggests tracking really
begins with ability grouping in elementary math classes. However, establishing effective
heterogeneous classroom structures and organizing truly equitable learning
experiences for each and every student can be difficult in resource-constrained
schools and districts.

With such publications as the Catalyzing
Change series, NCTM has invested in
deepening our understanding of this issue. As a member of the NCTM Board, I
would advocate that we build on that work by developing concrete resources to
support teachers, schools, and districts in designing the necessary structures
to truly eradicate tracking in mathematics. My experience, both in the
classroom and at the district level, will enable me to champion the perspective
of those who are at the front lines of this critical work: classroom teachers.